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人教版高中數(shù)學選修3離散型隨機變量及其分布列(2)教學設(shè)計
溫故知新 1.離散型隨機變量的定義可能取值為有限個或可以一一列舉的隨機變量,我們稱為離散型隨機變量.通常用大寫英文字母表示隨機變量,例如X,Y,Z;用小寫英文字母表示隨機變量的取值,例如x,y,z.隨機變量的特點: 試驗之前可以判斷其可能出現(xiàn)的所有值，在試驗之前不可能確定取何值；可以用數(shù)字表示2、隨機變量的分類①離散型隨機變量:X的取值可一、一列出；②連續(xù)型隨機變量:X可以取某個區(qū)間內(nèi)的一切值隨機變量將隨機事件的結(jié)果數(shù)量化．3、古典概型:①試驗中所有可能出現(xiàn)的基本事件只有有限個；②每個基本事件出現(xiàn)的可能性相等。二、探究新知探究1.拋擲一枚骰子,所得的點數(shù)X有哪些值？取每個值的概率是多少？ 因為X取值范圍是{1，2，3，4，5，6}而且"P(X=m)"=1/6,m=1,2,3,4,5,6.因此X分布列如下表所示
人教版高中數(shù)學選修3離散型隨機變量的均值教學設(shè)計
對于離散型隨機變量，可以由它的概率分布列確定與該隨機變量相關(guān)事件的概率。但在實際問題中，有時我們更感興趣的是隨機變量的某些數(shù)字特征。例如，要了解某班同學在一次數(shù)學測驗中的總體水平，很重要的是看平均分；要了解某班同學數(shù)學成績是否“兩極分化”則需要考察這個班數(shù)學成績的方差。我們還常常希望直接通過數(shù)字來反映隨機變量的某個方面的特征，最常用的有期望與方差.二、 探究新知探究1.甲乙兩名射箭運動員射中目標靶的環(huán)數(shù)的分布列如下表所示：如何比較他們射箭水平的高低呢？環(huán)數(shù)X 7 8 9 10甲射中的概率 0.1 0.2 0.3 0.4乙射中的概率 0.15 0.25 0.4 0.2類似兩組數(shù)據(jù)的比較,首先比較擊中的平均環(huán)數(shù),如果平均環(huán)數(shù)相等，再看穩(wěn)定性.假設(shè)甲射箭n次，射中7環(huán)、8環(huán)、9環(huán)和10環(huán)的頻率分別為：甲n次射箭射中的平均環(huán)數(shù)當n足夠大時，頻率穩(wěn)定于概率，所以x穩(wěn)定于7×0.1+8×0.2+9×0.3+10×0.4=9.即甲射中平均環(huán)數(shù)的穩(wěn)定值(理論平均值)為9,這個平均值的大小可以反映甲運動員的射箭水平.同理，乙射中環(huán)數(shù)的平均值為7×0.15+8×0.25+9×0.4+10×0.2=8.65.
人教版高中數(shù)學選修3成對數(shù)據(jù)的相關(guān)關(guān)系教學設(shè)計
由樣本相關(guān)系數(shù)??≈0.97,可以推斷脂肪含量和年齡這兩個變量正線性相關(guān)，且相關(guān)程度很強。脂肪含量與年齡變化趨勢相同.歸納總結(jié)1．線性相關(guān)系數(shù)是從數(shù)值上來判斷變量間的線性相關(guān)程度，是定量的方法．與散點圖相比較，線性相關(guān)系數(shù)要精細得多，需要注意的是線性相關(guān)系數(shù)r的絕對值小，只是說明線性相關(guān)程度低，但不一定不相關(guān)，可能是非線性相關(guān)．2．利用相關(guān)系數(shù)r來檢驗線性相關(guān)顯著性水平時，通常與0.75作比較，若|r|>0.75，則線性相關(guān)較為顯著，否則不顯著．例2. 有人收集了某城市居民年收入(所有居民在一年內(nèi)收入的總和)與A商品銷售額的10年數(shù)據(jù),如表所示.畫出散點圖，判斷成對樣本數(shù)據(jù)是否線性相關(guān)，并通過樣本相關(guān)系數(shù)推斷居民年收入與A商品銷售額的相關(guān)程度和變化趨勢的異同.
人教版高中數(shù)學選修3離散型隨機變量的方差教學設(shè)計
3.下結(jié)論.依據(jù)均值和方差做出結(jié)論.跟蹤訓練2. A、B兩個投資項目的利潤率分別為隨機變量X1和X2，根據(jù)市場分析， X1和X2的分布列分別為X1 2% 8% 12% X2 5% 10%P 0.2 0.5 0.3 P 0.8 0.2求：(1)在A、B兩個項目上各投資100萬元， Y1和Y2分別表示投資項目A和B所獲得的利潤，求方差D(Y1)和D(Y2)；(2)根據(jù)得到的結(jié)論，對于投資者有什么建議？ 解：(1)題目可知，投資項目A和B所獲得的利潤Y1和Y2的分布列為：Y1 2 8 12 Y2 5 10P 0.2 0.5 0.3 P 0.8 0.2所以 ;; 解：(2) 由(1)可知 ，說明投資A項目比投資B項目期望收益要高；同時 ，說明投資A項目比投資B項目的實際收益相對于期望收益的平均波動要更大.因此，對于追求穩(wěn)定的投資者，投資B項目更合適;而對于更看重利潤并且愿意為了高利潤承擔風險的投資者，投資A項目更合適.
人教版高中數(shù)學選修3分類變量與列聯(lián)表教學設(shè)計
一、 問題導學前面兩節(jié)所討論的變量,如人的身高、樹的胸徑、樹的高度、短跑100m世界紀錄和創(chuàng)紀錄的時間等,都是數(shù)值變量,數(shù)值變量的取值為實數(shù).其大小和運算都有實際含義.在現(xiàn)實生活中,人們經(jīng)常需要回答一定范圍內(nèi)的兩種現(xiàn)象或性質(zhì)之間是否存在關(guān)聯(lián)性或相互影響的問題.例如,就讀不同學校是否對學生的成績有影響,不同班級學生用于體育鍛煉的時間是否有差別,吸煙是否會增加患肺癌的風險,等等,本節(jié)將要學習的獨立性檢驗方法為我們提供了解決這類問題的方案。在討論上述問題時,為了表述方便,我們經(jīng)常會使用一種特殊的隨機變量,以區(qū)別不同的現(xiàn)象或性質(zhì),這類隨機變量稱為分類變量.分類變量的取值可以用實數(shù)表示,例如,學生所在的班級可以用1,2,3等表示,男性、女性可以用1,0表示,等等.在很多時候,這些數(shù)值只作為編號使用,并沒有通常的大小和運算意義,本節(jié)我們主要討論取值于{0,1}的分類變量的關(guān)聯(lián)性問題.
人教版高中數(shù)學選修3二項式系數(shù)的性質(zhì)教學設(shè)計
1.對稱性與首末兩端“等距離”的兩個二項式系數(shù)相等,即C_n^m=C_n^(n"-" m).2.增減性與最大值 當k(n+1)/2時,C_n^k隨k的增加而減小.當n是偶數(shù)時,中間的一項C_n^(n/2)取得最大值;當n是奇數(shù)時,中間的兩項C_n^((n"-" 1)/2) 與C_n^((n+1)/2)相等,且同時取得最大值.探究2.已知(1+x)^n =C_n^0+C_n^1 x+...〖+C〗_n^k x^k+...+C_n^n x^n 3.各二項式系數(shù)的和C_n^0+C_n^1+C_n^2+…+C_n^n=2n.令x=1 得(1+1)^n=C_n^0+C_n^1 +...+C_n^n=2^n所以，(a+b)^n 的展開式的各二項式系數(shù)之和為2^n1. 在(a+b)8的展開式中,二項式系數(shù)最大的項為 ,在(a+b)9的展開式中,二項式系數(shù)最大的項為 . 解析:因為(a+b)8的展開式中有9項,所以中間一項的二項式系數(shù)最大,該項為C_8^4a4b4=70a4b4.因為(a+b)9的展開式中有10項,所以中間兩項的二項式系數(shù)最大,這兩項分別為C_9^4a5b4=126a5b4,C_9^5a4b5=126a4b5.答案:1.70a4b4 126a5b4與126a4b5 2. A=C_n^0+C_n^2+C_n^4+…與B=C_n^1+C_n^3+C_n^5+…的大小關(guān)系是( )A.A>B B.A=B C.A<B D.不確定 解析:∵(1+1)n=C_n^0+C_n^1+C_n^2+…+C_n^n=2n,(1-1)n=C_n^0-C_n^1+C_n^2-…+(-1)nC_n^n=0,∴C_n^0+C_n^2+C_n^4+…=C_n^1+C_n^3+C_n^5+…=2n-1,即A=B.答案:B
人教版高中數(shù)學選修3一元線性回歸模型及其應(yīng)用教學設(shè)計
1.確定研究對象，明確哪個是解釋變量，哪個是響應(yīng)變量；2.由經(jīng)驗確定非線性經(jīng)驗回歸方程的模型；3.通過變換，將非線性經(jīng)驗回歸模型轉(zhuǎn)化為線性經(jīng)驗回歸模型；4.按照公式計算經(jīng)驗回歸方程中的參數(shù)，得到經(jīng)驗回歸方程；5.消去新元，得到非線性經(jīng)驗回歸方程；6.得出結(jié)果后分析殘差圖是否有異常 ．跟蹤訓練1.一只藥用昆蟲的產(chǎn)卵數(shù)y與一定范圍內(nèi)的溫度x有關(guān)，現(xiàn)收集了6組觀測數(shù)據(jù)列于表中： 經(jīng)計算得： 線性回歸殘差的平方和: ∑_(i=1)^6?〖(y_i-(y_i ) ?)〗^2=236,64,e^8.0605≈3167.其中 分別為觀測數(shù)據(jù)中的溫度和產(chǎn)卵數(shù)，i=1,2,3,4,5,6.(1)若用線性回歸模型擬合，求y關(guān)于x的回歸方程 (精確到0.1）；(2)若用非線性回歸模型擬合，求得y關(guān)于x回歸方程為 且相關(guān)指數(shù)R2＝0.9522． ①試與(1)中的線性回歸模型相比較，用R2說明哪種模型的擬合效果更好 ?②用擬合效果好的模型預測溫度為35℃時該種藥用昆蟲的產(chǎn)卵數(shù).(結(jié)果取整數(shù)).
新人教版高中英語必修3Unit 1 Festivals and Celebrations教學設(shè)計二
1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using structures.2. Check the answers after finishing the exercises.①The dragon boat races are the most exciting part of the Dragon Boat Festival.② The children were excited to go Easter egg hunting.③What an amazing performance! This is the best music festival I have ever been to.④We were amazed by her funny-looking hat.⑤His inspiring speech at the conference won the admiration/ favour of the audience.⑥This is a challenging game to test your memory and observation capabilities. 3. T asks Ss to finish Ex 3 and 4 in Using structures by themselves, then check the answers with class.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握動詞-ing形式作定語和表語的功能和意義；2、通過本節(jié)內(nèi)容學習，學生能否在理解文段內(nèi)容的基礎(chǔ)上，根據(jù)上下文語境和表達邏輯，能正確運用動詞-ing形式描述節(jié)日慶典。3、通過本節(jié)內(nèi)容學習，學生是否歸納和積累用于表達情緒的相關(guān)詞匯。
新人教版高中英語必修3Unit 1 Festivals and Celebrations教學設(shè)計一
本板塊的活動主題是“談?wù)摴?jié)日活動”（Talk about festival activities），主要是從貼近學生日常生活的角度來切入“節(jié)日”主題。學生會聽到發(fā)生在三個國家不同節(jié)日場景下的簡短對話，對話中的人們正在參與或?qū)⒁H歷不同的慶?；顒?。隨著全球化的進程加速，國際交流日益頻繁，無論是國人走出國門還是外國友人訪問中國，都已成為司空見慣的事情。因此，該板塊所選取的三個典型節(jié)日場景都是屬于跨文化交際語境，不僅每組對話中的人物來自不同的文化背景，對話者的身份和關(guān)系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
新人教版高中英語必修3Unit 1 Festivals and Celebrations教學設(shè)計三
*wide range of origins(= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.）Step 6 Practice(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of activity 5 by themselves.The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text.Students exchange their answers with their partners, and then teachers and students check their answers.(3)Finish the Ex in Activity 5 of students’ book.Step 7 Homework1. Read the text again, in-depth understanding of the text;2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學習，學生能否結(jié)合文本特點快速而準確地找到主題句；3、通過本節(jié)內(nèi)容學習，學生能否理清論說文的語篇結(jié)構(gòu)和文本邏輯，了解節(jié)日風俗發(fā)展與變遷，感悟節(jié)日的內(nèi)涵與意義。
新人教版高中英語必修3Unit 2 Morals and Virtues教學設(shè)計二
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學習，學生能否結(jié)合文本特點總結(jié)林巧稚的人生原則和人格品質(zhì)特征；3、通過本節(jié)內(nèi)容學習，學生能否針對人生抉擇發(fā)表自己的看法；能否全面地、客觀地、理性地看待問題，進而對道德和人性有更加深入的思考和理解。
新人教版高中英語必修3Unit 2 Morals and Virtues教學設(shè)計三
The joke set her crying.這個玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握動詞-ing形式作賓語補足語語和狀語語的功能和意義；2、通過本節(jié)內(nèi)容學習，學生能否正確使用動詞-ing形式描述人物的行為、動作及其經(jīng)歷；3、通過本節(jié)內(nèi)容學習，學生能否獨立完成練習冊和導學案中的相關(guān)練習。
新人教版高中英語必修3Unit 2 Morals and Virtues教學設(shè)計四
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學習，學生能否通過人物言行的對比分析道德故事的深層內(nèi)涵；3、通過本節(jié)內(nèi)容學習，學生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié)，從而了解文章的層次結(jié)構(gòu)；4、結(jié)合現(xiàn)實生活案例發(fā)表自己的見解和看法,寫一篇觀點明確、層次分明的故事評論。
新人教版高中英語必修3Unit 2 Morals and virtues教學設(shè)計一
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習，學生能否理解理解“道德困境”的定義；2、通過本節(jié)內(nèi)容學習，學生能否通過說話人所表達的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒；3、通過本節(jié)內(nèi)容學習，學生能否針對具體的道德困境發(fā)表自己的看法和見解，能否掌握聽力理訓練中的聽力策略。
人教版高中數(shù)學選修3分類加法計數(shù)原理與分步乘法計數(shù)原理(1)教學設(shè)計
問題1. 用一個大寫的英文字母或一個阿拉伯數(shù)字給教室里的一個座位編號，總共能編出多少種不同的號碼？因為英文字母共有26個，阿拉伯數(shù)字共有10個，所以總共可以編出26+10=36種不同的號碼.問題2.你能說說這個問題的特征嗎？上述計數(shù)過程的基本環(huán)節(jié)是：（1）確定分類標準，根據(jù)問題條件分為字母號碼和數(shù)字號碼兩類；（2）分別計算各類號碼的個數(shù)；（3）各類號碼的個數(shù)相加，得出所有號碼的個數(shù).你能舉出一些生活中類似的例子嗎？一般地，有如下分類加法計數(shù)原理：完成一件事，有兩類辦法. 在第1類辦法中有m種不同的方法，在第2類方法中有n種不同的方法，則完成這件事共有:N= m+n種不同的方法.二、典例解析例1.在填寫高考志愿時，一名高中畢業(yè)生了解到，A,B兩所大學各有一些自己感興趣的強項專業(yè)，如表，
新人教版高中英語必修3Unit 3 Diverse Cultures教學設(shè)計二
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握閱讀文本中的新詞匯的意義與用法；2、通過本節(jié)內(nèi)容學習，學生能否結(jié)合文本特點了解文章的結(jié)構(gòu)和作者的寫作邏輯；3、通過本節(jié)內(nèi)容學習，學生能否了解舊金山的城市風貌、文化特色，以及加利福尼亞州的歷史，體會多元文化對美國的影響。
新人教版高中英語必修3Unit 3 Diverse Cultures教學設(shè)計三
The price is the same as(the price was)before the war.價格與戰(zhàn)前相同。(4)定語從句中的“關(guān)系代詞＋助動詞be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹訂的那張票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通過本節(jié)內(nèi)容學習，學生是否理解和掌握省略的用法；2、通過本節(jié)內(nèi)容學習，學生能否根據(jù)上下文語境或情景恢復句子中省略的成分，體會使用省略的效果；3、通過本節(jié)內(nèi)容學習，學生能否獨立完成練習冊和導學案中的相關(guān)練習。
新人教版高中英語必修3Unit 3 Diverse Cultures教學設(shè)計四
該板塊的活動主題是“介紹一個有顯著文化特征的地方”( Describe a place with distinctive cultural identity)。該板塊通過介紹中國城繼續(xù)聚焦中國文化。本單元主題圖呈現(xiàn)的是舊金山中國城的典型景象, Reading and Thinking部分也提到中國城,為該板塊作鋪墊。介紹中國城的目的主要是體現(xiàn)中國文化與美國多元文化的關(guān)系,它是美國多元文化的重要組成部分。中國城也是海外華人的精神家園和傳播中國文化的重要窗口,外國人在中國城能近距離體驗中國文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
新人教版高中英語必修3Unit 3 Diverse Cultures教學設(shè)計一
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
人教版高中數(shù)學選修3分類加法計數(shù)原理與分步乘法計數(shù)原理(2)教學設(shè)計
當A,C顏色相同時,先染P有4種方法,再染A,C有3種方法,然后染B有2種方法,最后染D也有2種方法.根據(jù)分步乘法計數(shù)原理知,共有4×3×2×2=48(種)方法;當A,C顏色不相同時,先染P有4種方法,再染A有3種方法,然后染C有2種方法,最后染B,D都有1種方法.根據(jù)分步乘法計數(shù)原理知,共有4×3×2×1×1=24(種)方法.綜上,共有48+24=72(種)方法.故選B.答案:B5.某藝術(shù)小組有9人,每人至少會鋼琴和小號中的一種樂器,其中7人會鋼琴,3人會小號,從中選出會鋼琴與會小號的各1人,有多少種不同的選法?解:由題意可知,在藝術(shù)小組9人中,有且僅有1人既會鋼琴又會小號(把該人記為甲),只會鋼琴的有6人,只會小號的有2人.把從中選出會鋼琴與會小號各1人的方法分為兩類.第1類,甲入選,另1人只需從其他8人中任選1人,故這類選法共8種;第2類,甲不入選,則會鋼琴的只能從6個只會鋼琴的人中選出,有6種不同的選法,會小號的也只能從只會小號的2人中選出,有2種不同的選法,所以這類選法共有6×2=12(種).因此共有8+12=20(種)不同的選法.